The Challenge of Helping Adults Learn: Principles for Teaching Technical Information to Adults

Size: px
Start display at page:

Download "The Challenge of Helping Adults Learn: Principles for Teaching Technical Information to Adults"

Transcription

1 The Challenge of Helping Adults Learn: Principles for Teaching Technical Information to Adults S. Joseph Levine, Ph.D. Michigan State University One of a series of workshop handouts made available by LearnerAssociates.net 1 The following is a set of basic principles that can guide the teacher in organizing instructional presentations for adult learners. The ideas are straight forward and not meant to be very elaborate - just presented to help you realize that the task of teaching adults can be made very effective if clearly conceived and presented. PRINCIPLE #1 TELL THE ADULTS WHAT YOU'RE ABOUT TO TELL THEM Probably the best place to start in planning an instructional presentation for a group of adult learners is to realize that you and the adults are working toward the same goal. Your goal is not to fool them or confuse them. Your goal is not to impress them with how smart you are. Your goal is to help them learn what you're about to teach. Doing something to enlist their help in getting this done is to your advantage. So, let's start with the most obvious. Start by telling the adults what you're about to teach them. This can be done in a number of different ways. If you've prepared a printed program or agenda for them, make sure that it's clear (stay away from "cute" titles) and show them that you're concerned that they know what's in it by talking them through the schedule. Cover the main ideas of each of the events of the program. As you tell the adults what they're about to learn, make sure you really teach those things. There's nothing quite so frustrating as a teacher who doesn't deliver what was promised. An interesting way of letting the adults know what's about to happen is to prepare a simple "test" for them at the beginning of the program. Use the test to present questions on each of the main topics. Have the adults "correct" their own test by providing the answers on the back of the sheet. Or, have pairs of learners work together on the test. Unlike the typical test no one gets a grade on this one. This test is used to help the adults know what the program will deal with. The test lets the adults know what's going to be covered and can also be used afterward to let them know that they've learned the information. Let s try it! Turn to the next page of this handout and you will find a short test on the content of this handout. See how well you can do before you read the content. Then, see how the test helps you be better prepared for the content as you read it. 1 This Workshop Handout has been made available for general use by LearnerAssociates.net. Permission is granted for non-commercial reproduction of this Handout for educational use as long as the Handout is made available in its entirety, full credit is given to the source and the author, and any fee associated with the dissemination of the Handout is limited to recovering duplication costs with no intention of making a profit from its sale LearnerAssociates.net

2 TEST Principles for Teaching Technical Information to Adults 1. Probably the best way to help adults learn what you'd like them to learn is: a. to speak slowly. b. to use colorful slides. c. to tell them what you're about to teach them. d. to use a short test at the end. 2. It's important to always organize the sequence of your presentation around your content. a. absolutely, the content is your guide! b. sometimes, but there can also be other ways to organize the sequence of the content. c. never, you should work from the advertised schedule! 3. It's really hard to affect how much people will remember from your lecture. True False 4. Adults usually attend a class to: a. pick up some new information. b. improve their understanding of something that concerns them. c. learn some material that can be put to use. d. reflect on what they already know so they can share it with others. 5. A really good teacher: a. knows when to switch between being a learner and a being a teacher. b. defines a clear distinction between him/herself and the adult. c. sees him/herself only as a learner. 6. The best way to conclude a presentation is to: a. tell the adults how to use the ideas presented. b. review the major concepts that were presented. c. have the adults discuss what they'll do with the information. (see last page for answers) PRINCIPLE #2 ORGANIZE YOUR MATERIAL FOR PRESENTATION IN A LOGICAL ORDER The more organized you are as the teacher the easier it will be for others to learn from you. Sometimes the best way to organize technical information is to start with the beginning "stuff", proceed through the middle stuff, and conclude with the end stuff. However, this may not be the easiest way for the learners to learn your material. There are different ways to logically organize your material for presentation. Content Ordered Look at your content and see how the concepts are built. Which ideas are foundational and which ideas are built on the foundation. The foundational material should be presented first to allow the learners to create their own foundation for later material. Sometimes it helps in your planning to start by thinking through the concluding ideas that you want to get across. Once you clearly understand how you will be concluding your presentation you can then work backwards until you uncover each previous idea. When you get all the way back to the beginning you're ready to start. Experience Ordered If you know something about the background of the adults who are attending your program you may also know the sorts of experiences they've had that relate to your technical information. Start your planning by identifying their relevant experiences and then building on them. Present your content in an order which begins by clearly linking what you have to say/present to their own experiences. Interest Ordered Identify the most interesting things you have to share and then organize your presentation to allow these interesting aspects to periodically emerge. For instance, if you would

3 like to get their interest at the beginning of the presentation make sure to start out with something that will capture their interest. Any time there is a break in the program and it is time to get started again, you can probably use a high interest item to get them back and tuned in again. PRINCIPLE #3 DON'T FEEL THAT YOU HAVE TO TELL THEM EVERYTHING Many teachers are intent on telling the adult everything there is to know on the topic. This may be okay if the adult doesn't know anything, but that is seldom the case. Adults already know many things! So, how is it possible to tell them everything if they already know something? The answer - tell them a bit, don t overdo it, and then create ways to let them tell you what else they need to know. This is not an attempt to withhold information! No, it s an attempt to not overload the learner with information that they may not want or need. Here's how it works: T First, start by making a short presentation. Cover the main points, but don't get too detailed. T Next, give the adults a chance to discuss what you've just said. Using small groups have them share their ideas/thinking with each other. T Finally, bring everyone back together and encourage questions and answers. The session will now easily turn toward ideas that need further clarification, new ideas not previously presented, and implications drawn from the ideas. And, it will emanate from the learners attending the program. This procedure is a much more efficient use of everyone's time since the adults are the ones pulling the information from you and it is information that they specifically need/want to know. PRINCIPLE #4 UNDERSTAND WHAT YOU WANT THE ADULTS TO DO WITH THE INFORMATION YOU ARE PRESENTING Before you begin your teaching make sure you understand what you want the adults to do with the information you have. Maybe this sounds a bit absurd but think about it for a minute. T Do you want them to learn it for a rainy day? T Do you want them to learn it so they can use it tomorrow? T Do you want them to learn it to help others use it? Once you know what you want the adults to do with the information you can decide on how to best teach it. Here are four levels to consider. Each level, like stairs on a staircase, builds on the previous one and leads you progressively higher. LEVEL 1 Know Information LEVEL 2 Understand Information LEVEL 4 Share Information With Others LEVEL 3 Use Information

4 Level 1 - They should know the information in case they need it in the future. This sounds like a college course. Maybe it is! A considerable amount of teaching is at this level. The preferred method for Level 1 is usually the lecture. A lecture for level 1 isn t bad but it can usually be greatly improved through visuals. At Level 1 a handout is essential since the adult will have it available in the future when they may need to know the information. Make sure there is time at the end of your lecture for questions so that everyone can leave with the "correct" information. However, don't be disappointed if few questions arise. If the adults are only learning for future use, Level 1 questions will probably appear in the future (when you are no longer available!). You may want to leave your name and address with them so that they can follow up with you at a time when they need to put the information to use. Level 2 - They should understand the information so that they can relate it to ideas in other areas. Level 2 is more than just remembering - it's also understanding the information. Though the adults may not have a particular application for the information, there may be other areas in which these same ideas can be most useful for them. Make sure you provide ample opportunity during your presentation time to allow them to discuss the ideas and concepts with each other in small groups. This will allow them to see how each other may be trying to use the information - which can greatly improve their own understanding. Often the adults will shy away from asking a question in front of the entire group but will ask the question in the "privacy" of a small discussion group. Again, a handout can greatly help the learner to understand the information. Also some form of Note Taking Guide will really help. The main points from your presentation can be included in the Note Taking Guide with space provided for the adult to write in their own comments. Level 3 - They want to be able to use the information so they can put it to work for them. This is probably the level that is the most fun for the teacher. When you've got a group of adults who really want to put your information to immediate use, you will find that your attention moves away from "how can I get them to learn it" and focuses more directly on "how can I get out of their way so they can deal directly with the material." So much of teaching seems to be focused on tricking the adult into learning something that this level sometimes comes as a surprise to us. Tricks are not needed to help adults learn when they are wanting information that they can put to use. The adult, though, may become a bit impatient! The adult learner may not want to be lectured at but instead want to try to immediately put the information to use. So, be prepared! This is a

5 great time for a hands on" demonstration. Try to do a lot of showing at the beginning rather than telling. Let the adults see the information being put to use and then have them do it. You may have to create some simulated opportunities for doing this. Once you've given them an opportunity to see and to do, then it's time to talk. First in small groups so that everyone can have a chance to share their thinking. Then, in the large group so that you can give specific technical answers to their technical questions. Handouts are essential, especially those that document the specific steps of doing that were demonstrated and tried during the program. Diagrams and pictures in the handouts can often spell later success as they continue to make application after they return home. Level #4 - They want to be able to share these ideas with others so that others can know about it. If your adults are wanting to learn at this level they have now become your peers! Your task should be more focused on helping them be able to communicate in the same ways that you are able to. It stands to reason, of course, that as a peer they already have a good grasp of the technical information and have already been able to put it to use. If this is not the case, maybe they really aren't at Level #4! Let's assume, however, that they know the material and have put it to use prior to this program. They really are at Level #4 and now they want to be able to help others know about it. You should focus your presentation around case studies and problem scenarios. Give them a problem scenario to solve that you have run into in the past. It often helps if the problem scenarios have been prepared and printed ahead of time. Divide up the adults into small groups and have them tackle one of the problem scenarios. After ample time for small group discussion, have them share their solutions and approaches in the large group. Have all groups work on the same scenario so that when the large group sharing occurs everyone knows what is happening. Try and have a selection of problem scenarios available for them. Some scenarios should focus on specific technical information aspects ("What types of information should you provide if the problem is...") and other problem scenarios should focus on how to help people learn the information ("What should you do if the person doesn't understand the concept of..."). Provide a time when you ask the adults to share their experiences in helping others learn this type of information. What works for them? What things should be avoided? Be ready to describe your own successes and failures so that others can learn from your experiences. Don't make yourself the center of attention but try and turn questions around that are directed to you so that the adults have the opportunity to respond to each other's questions.

6 PRINCIPLE #5 KNOW WHEN TO TEACH AND WHEN TO LEARN Many teachers assume that the reason they're up in front of the group is because they - and they alone - are the important ones and are the only ones that have something valuable to say. Yet, we know that a key component in learning is for the learner to have an opportunity to try out new ideas by saying them to others - saying them out loud. If we control all of the talking time and not let the learner share the stage, we will be removing a valuable component of the learning experience. Sure, one part of our responsibility as a teacher is to be prepared to tell things to learners - "I know something that I want you to know." However, the other part of our responsibility as a teacher is to be establish the opportunity for learners to tell things to us - "You know something that I'd like to know." This later position is one that is often ignored by the teacher without really thinking about it. It's important for learning, almost essential, that the learner feel that he/she is an important part in the process. One way to have this happen is for the teacher to learn from the learner - and vice versa. By demonstrating our willingness to listen to the learner (learn from the learner) we establish a sense of reciprocity that is essential for learning. "Between the two of us there's got to be some new insights - let's share what we know." Sounds rather confusing!! "How can I be the expert if I'm going to learn from them?" Or, "I'm the expert, what can they expect to teach me?" No one said that the content that each of you will teach and learn must be the same. The key is that you, as the teacher, can make the adult feel a lot more willing to learn if the adult feels that they are being listened to. Learning is enhanced when it is seen as a reciprocal relationship. Make sure you provide ample opportunities for the adults to do some talking. And, listen when they speak. Assume that their questions are all good and work to give each questioner your full attention through your response. Try jotting down your thoughts as the adults are talking. Once written down you can go back to listening rather than having to interrupt them before you forget what you want to say. Try to provide opportunities for different people to speak. Don't let just one or two control the discussion. _ INSTRUCTOR a PRINCIPLE #6 Things I'd like them to know Things I'd like to learn from them ` ADULT HELP THE ADULTS TRANSFER THE CONCEPTS TO THEIR OWN SITUATIONS A real challenge for the teacher of adults is to get the adult to make the shift in their mind from the classroom to their own situation. This concept, often referred to by educators as "transfer of learning", is the essence of what teaching is all about. If we can't stimulate our learners to make this transfer of information, to generalize to their own situation, then there really isn't much point in wasting their time listening to us. b

7 It might seem that transfer can be best accommodated when we stick closely to our plan for presentation. We assume that we can then plan carefully ahead of time about how to make the transfer. But what if we allow the adults to ask questions during the program? Or, what if topics and ideas are brought out that we hadn't planned for? Is this bad or can we still help the adults to make the transfer? Probably the easiest way to have transfer occur is through a series of three very obvious questions that can be part of the concluding discussion. The key is that you must ask them at the right time and in the right way. They are: Question #1 - What are the key ideas that were brought out during this session? (Identify) Question #2 - From your own perspective, why are these ideas important? (Analyze) This last question sets the stage for the transfer of learning. Hopefully all of the adults will have a chance to share their ideas on how they will be making use of the information. Sometimes this can be helped along by moving through the group and giving everyone an opportunity to speak. The usual effect of this final sharing of insights is very powerful, with the group strongly reinforcing all of the many things that were learned. In fact, it is often the case that the instructor learns about many things that were learned that weren't realized nor planned for. What a great way to end a program! IDENTIFY } ANALYZE G E N E R A L I Z E Question #3 - How will you be using these ideas in your own situation? (Generalize) If done well, you will spend the first half of your final discussion by going back and forth between Questions #1 and #2. Start by asking someone to identify something from the session and then have them or someone else analyze why it was important. Try and stay tuned in, interjecting every once in awhile to keep things going smoothly. Then, when things quiet down a bit, again ask Question #1. This process is repeated until the main ideas of the session, from the adult learner's perspective, are brought forward. When it's time to finally wrap everything up we move to Question #3 - "How will you be using these ideas in your own situation?" Answers to the test: 1. C 2. B 3. F 4. All 5. A 6. C

8

>> My name is Danielle Anguiano and I am a tutor of the Writing Center which is just outside these doors within the Student Learning Center.

>> My name is Danielle Anguiano and I am a tutor of the Writing Center which is just outside these doors within the Student Learning Center. >> My name is Danielle Anguiano and I am a tutor of the Writing Center which is just outside these doors within the Student Learning Center. Have any of you been to the Writing Center before? A couple

More information

The single biggest mistake many people make when starting a business is they'll create a product...

The single biggest mistake many people make when starting a business is they'll create a product... Killer Keyword Strategies - Day 1 "A Guaranteed Way To Find A Starving Crowd Using The Power Of Keyword Research..." The single biggest mistake many people make when starting a business is they'll create

More information

Kelly: Okay, so we're presenting on preventing test anxiety today. I'm Kelly.

Kelly: Okay, so we're presenting on preventing test anxiety today. I'm Kelly. Kelly: Okay, so we're presenting on preventing test anxiety today. I'm Kelly. Kristy: I'm Kristy. Kelly: And, what we're going to do is separate it into two topics, really. First, it's study habits; if

More information

"Why Don't Recruitment Agencies Get Back to Me?"

Why Don't Recruitment Agencies Get Back to Me? Special In-Depth Articles Title: "Why Don't Recruitment Agencies Get Back to Me?" Dealing with a recruitment agency can be frustrating. Here's the brutal truth from an insider on how they work and why

More information

YOU WILL NOT BE EFFECTIVE READING THIS.

YOU WILL NOT BE EFFECTIVE READING THIS. This is the most effective and powerful script for securing appointment with FSBO's you will ever put to use. This scrip will increase your appointment closing ratio by 50-60%. The thing to keep in mind

More information

Flipped Classroom Student Survey

Flipped Classroom Student Survey Flipped Classroom Student Survey What have you liked best about the flipped classroom this year? Getting my homework done in class less to worry about Everything The videos because they helped you understand

More information

Effective Study Skills. Dr. Bob Kizlik. How to Study and Make the Most of Your Time

Effective Study Skills. Dr. Bob Kizlik. How to Study and Make the Most of Your Time Effective Study Skills Dr. Bob Kizlik How to Study and Make the Most of Your Time There is little doubt that no two people study the same way, and it is a near certainty that what works for one person

More information

Back to School: Working with Teachers and Schools

Back to School: Working with Teachers and Schools Back to School: Working with Teachers and Schools Starting school each fall is a challenge for the student and parents. The following article offers some valuable suggestions as your child starts a new

More information

Response Rates in Online Teaching Evaluation Systems

Response Rates in Online Teaching Evaluation Systems Response Rates in Online Teaching Evaluation Systems James A. Kulik Office of Evaluations and Examinations The University of Michigan July 30, 2009 (Revised October 6, 2009) 10/6/2009 1 How do you get

More information

A Taxonomy of Reflection

A Taxonomy of Reflection A Taxonomy of Reflection 1. A Taxonomy of Lower to Higher Order Reflection Assume an individual has just completed a task. What types of questions might they use to reflect on the experience? How might

More information

Louis Gudema: Founder and President of Revenue + Associates

Louis Gudema: Founder and President of Revenue + Associates The Interview Series - Presented by SmartFunnel Interviews of Sales + Marketing Industry Leaders Louis Gudema: Founder and President of Revenue + Associates PETER: Hello folks this is Peter Fillmore speaking.

More information

Principles of Modeling: Real World - Model World

Principles of Modeling: Real World - Model World MODELING BASICS Principles of Modeling: Real World - Model World Tony Starfield recorded: 2005 Welcome Welcome to Principles of Modeling We all build models on a daily basis. Sometimes we build them deliberately,

More information

Basics of Web Design, introduction to web site design and web page design skills

Basics of Web Design, introduction to web site design and web page design skills Basics of Web Design, introduction to web site design and web page design skills This section provides basic skills for web site design and designing good usable web pages, through insight insight into

More information

Medical Assistant Fall 2014 Student SLO Report. 1. What did you like about this program?

Medical Assistant Fall 2014 Student SLO Report. 1. What did you like about this program? 1. What did you like about this program? I loved the instructors, they were so knowledgable. I also loved all of the hands on experience. I liked that this program taught me such a variety of skills. Along

More information

Over the past several years Google Adwords has become THE most effective way to guarantee a steady

Over the past several years Google Adwords has become THE most effective way to guarantee a steady Killer Keyword Strategies - Day 3 "How To Virtually Guarantee That You Find Profitable Keywords For Google Adwords..." Over the past several years Google Adwords has become THE most effective way to guarantee

More information

CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND

CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND STUDENT LEARNING SUPPORT TUTORIAL PRODUCED BY THE CENTER FOR TEACHING AND FACULTY DEVELOPMENT CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND CHAPTER 1: LEARNING THROUGH CLASS PARTICIPATION CLASS

More information

Tray Thompson: Welcome everyone. We now have our. webinar, our second webinar, which is Banking 101. I

Tray Thompson: Welcome everyone. We now have our. webinar, our second webinar, which is Banking 101. I 0 Banking 0 Tray Thompson: Welcome everyone. We now have our webinar, our second webinar, which is Banking 0. I have myself, Tray Thompson, here. I work for the Financial Aid Office and I also have Mario.

More information

I've got a quick question for you

I've got a quick question for you I've got a quick question for you If you've been trying to learn to read Tarot, does any of the following sound familiar? "I can't seem to commit the Tarot card meanings to memory. I try, but memorising

More information

CHILDREN'S SELF-ESTEEM

CHILDREN'S SELF-ESTEEM CENTER FOR EFFECTIVE PARENTING CHILDREN'S SELF-ESTEEM Self-esteem can be defined as how people feel about themselves. Children's levels of self-esteem are evident in their behavior and attitudes. If children

More information

Human Services Associate Spring 2014 Student SLO Report

Human Services Associate Spring 2014 Student SLO Report 1. What did you like about this program? I loved most of the teachers. One was not that great but I was informed she will not be back so that is good for the new students. I liked how the assignments helped

More information

Okay, good. He's gonna release the computers for you and allow you to log into NSLDS.

Okay, good. He's gonna release the computers for you and allow you to log into NSLDS. Welcome to the NSLDS hands-on session. My name is Larry Parker. I'm from the Department of Education NSLDS. Today, I have with me a whole host of folks, so we're gonna make sure that if you have any questions

More information

Computer Forensics for Business Leaders: Building Robust Policies and Processes Transcript

Computer Forensics for Business Leaders: Building Robust Policies and Processes Transcript Computer Forensics for Business Leaders: Building Robust Policies and Processes Transcript Part 1: Why Policy Is Key Stephanie Losi: Welcome to CERT's podcast series: Security for Business Leaders. The

More information

42 TELEMARKETING TIPS YOU CAN USE RIGHT NOW TO GET MORE BUSINESS AND AVOID REJECTION

42 TELEMARKETING TIPS YOU CAN USE RIGHT NOW TO GET MORE BUSINESS AND AVOID REJECTION 42 TELEMARKETING TIPS YOU CAN USE RIGHT NOW TO GET MORE BUSINESS AND AVOID REJECTION Telemarketing, telesales, cold calling... whatever you want to call it, the professional use of the phone in sales is

More information

DSLV Sixth Form Guide to Independent Study SIXTH FORM GUIDE TO INDEPENDENT STUDY

DSLV Sixth Form Guide to Independent Study SIXTH FORM GUIDE TO INDEPENDENT STUDY SIXTH FORM GUIDE TO INDEPENDENT STUDY 1 Contents Welcome to the Sixth Form 3 1. Increasing motivation 4-5 2. Basic time management 6 3. It s time to study 7-8 4. Getting more out of your time 9 5. Concentration

More information

Learning From Lectures:

Learning From Lectures: Learning From Lectures: A Guide to University Learning Learning Services University of Guelph Table of Contents Student Guide:... 3 University Lectures... 3 Preparing for Lectures... 4 Laptop Pros & Cons...

More information

LIST BUILDING PROFITS

LIST BUILDING PROFITS LIST BUILDING PROFITS BUILD YOUR LIST THE RIGHT WAY Jonathan Leger COURTESY OF LEARNFROMJON.COM - PRIVATE BUSINESS COACHING FROM A MULTI-MILLION DOLLAR INTERNET MARKETER + ACCESS TO PREMIUM AND EXCLUSIVE

More information

Telemarketing Scripting Information

Telemarketing Scripting Information Telemarketing Scripting Information Agent Partner Services Telemarketing - Overview The goal of a telemarketing script is to convey messages over the telephone. When someone receives a sales letter or

More information

Flat Rate Per Claim -vs- Percentage Billing Fees. A Devil's Advocate View

Flat Rate Per Claim -vs- Percentage Billing Fees. A Devil's Advocate View Flat Rate Per Claim -vs- Percentage Billing Fees A Devil's Advocate View Assuming a full service solution, there are basically two methods billing services use to charge for their services, either a percentage

More information

Math: Study Skills, Note Taking Skills, And Test Taking Strategies

Math: Study Skills, Note Taking Skills, And Test Taking Strategies Math: Study Skills, Note Taking Skills, And Test Taking Strategies Math Study Skill Active Study vs. Passive Study Be actively involved in managing the learning process, the mathematics and your study

More information

Audience: Audience: Tim Sain: Audience:

Audience: Audience: Tim Sain: Audience: My name is Tim Sain, and you guys are in a budgeting workshop. Has anyone ever done any kind of financial literacy? No. Budgeting? Workshop? Talked about money? Has anybody ever showed you how to spend

More information

Complete a Relationships Presentation

Complete a Relationships Presentation Complete a Relationships Presentation Speech Tips 1. I am so scared of giving my speech. How do I get over my nervousness? Nervousness is natural. Think of it as a friend rather than an enemy. You need

More information

23 Ways to Sell More Using Social Media Marketing

23 Ways to Sell More Using Social Media Marketing 23 Ways to Sell More Using Social Media Marketing 1. Be visible Don't just tweet/post once or twice and think your job is done. Get online and speak to people. Network and let your target market get to

More information

Secrets From OfflineBiz.com Copyright 2010 Andrew Cavanagh all rights reserved

Secrets From OfflineBiz.com Copyright 2010 Andrew Cavanagh all rights reserved Secrets From OfflineBiz.com Copyright 2010 Andrew Cavanagh all rights reserved The Lucrative Gold Mine In Brick And Mortar Businesses If you've studied internet marketing for 6 months or more then there's

More information

Difficult Tutoring Situations

Difficult Tutoring Situations Difficult Tutoring Situations At some time or other, all tutors will find themselves faced with difficult situations in a tutoring session. The following information will provide you with some common categories

More information

Chapter Four: How to Collaborate and Write With Others

Chapter Four: How to Collaborate and Write With Others Chapter Four: How to Collaborate and Write With Others Why Collaborate on Writing? Considering (and Balancing) the Two Extremes of Collaboration Peer Review as Collaboration * A sample recipe for how peer

More information

Developing Critical Thinking Skills Saundra Yancy McGuire. Slide 1 TutorLingo On Demand Tutor Training Videos

Developing Critical Thinking Skills Saundra Yancy McGuire. Slide 1 TutorLingo On Demand Tutor Training Videos Developing Critical Thinking Skills Saundra Yancy McGuire Slide 1 TutorLingo On Demand Tutor Training Videos To view Closed Captioning, click on the Notes tab to the left. For screen reader accessible

More information

Introduction to Open Atrium s workflow

Introduction to Open Atrium s workflow Okay welcome everybody! Thanks for attending the webinar today, my name is Mike Potter and we're going to be doing a demonstration today of some really exciting new features in open atrium 2 for handling

More information

As tutors, we are responsible for improving the skills of our peers.

As tutors, we are responsible for improving the skills of our peers. Tutor s Creed As tutors, we are responsible for improving the skills of our peers. As tutors, we will consider the body of work presented at the session in the following manner: First, we will impart to

More information

Consensus. Decision Making. 2hr sample workshop plan

Consensus. Decision Making. 2hr sample workshop plan Consensus Decision Making 2hr sample workshop plan The activities we suggest should work for most groups but feel free to tweak the plan based on what you know about the participants and your own facilitation

More information

It is clear the postal mail is still very relevant in today's marketing environment.

It is clear the postal mail is still very relevant in today's marketing environment. Email and Mobile Digital channels have many strengths, but they also have weaknesses. For example, many companies routinely send out emails as a part of their marketing campaigns. But people receive hundreds

More information

Transcript - Episode 2: When Corporate Culture Threatens Data Security

Transcript - Episode 2: When Corporate Culture Threatens Data Security Transcript - Episode 2: When Corporate Culture Threatens Data Security Guest: Phil Huggins, Vice President, Stroz Friedberg Welcome to Episode 2 of the Business of Truth podcast by Stroz Friedberg, "When

More information

Why You Need to Follow Up with Your Customers

Why You Need to Follow Up with Your Customers Why You Need to Follow Up with Your Customers You create a digital information product, and work hard towards your product launch. You announce it to your list. You ve even done quite a bit of legwork

More information

A: I thought you hated business. What changed your mind? A: MBA's are a dime a dozen these days. Are you sure that is the best route to take?

A: I thought you hated business. What changed your mind? A: MBA's are a dime a dozen these days. Are you sure that is the best route to take? Dialog: LESSON 120 - MBA A: What are you doing tomorrow? B: I'm starting my MBA. A: I thought you hated business. What changed your mind? B: I do hate it, but I need to start making more money. A: MBA's

More information

How to Create a Great First Impression

How to Create a Great First Impression How to Create a Great First Impression by Lenny Laskowski 1998 LJL Seminars http://www.ljlseminars.com CLICK HERE for our BRAND NEW Public Speaking Audio CD Special! They say you can't judge a book by

More information

Google Lead Generation For Attorneys - Leverage The Power Of Adwords To Grow Your Law Business FAST. The Foundation of Google AdWords

Google Lead Generation For Attorneys - Leverage The Power Of Adwords To Grow Your Law Business FAST. The Foundation of Google AdWords Google Lead Generation For Attorneys - Leverage The Power Of Adwords To Grow Your Law Business FAST You re about to discover the secrets of fast legal practice success with Google AdWords. Google AdWords

More information

Small Business CRM; Who Can Leverage it & is it Affordable?

Small Business CRM; Who Can Leverage it & is it Affordable? Small Business CRM; Who Can Leverage it & is it Affordable? Salesboom.com Are you running a successful SMB (small to medium sized business)? If you are, the need for Customer Relationship Management CRM

More information

12Planet Chat end-user manual

12Planet Chat end-user manual 12Planet Chat end-user manual Document version 1.0 12Planet 12Planet Page 2 / 13 Table of content 1 General... 4 1.1 How does the chat work?... 4 1.2 Browser Requirements... 4 1.3 Proxy / Firewall Info...

More information

Section 15 Revision Techniques

Section 15 Revision Techniques Section 15 Revision Techniques Introduction This section in your Study Skills manual will consolidate information relating to revision techniques. This section will consider how to prepare for examinations

More information

Social Skills for Kids with ADD (ADHD)

Social Skills for Kids with ADD (ADHD) Social Skills for Kids with ADD (ADHD) "Nobody wants to play with me." "I never get invited to birthday parties." "The kids were teasing me today at school." "I don't fit in." Sound familiar? We've all

More information

Call Scenarios. Tell them how you'll help them turn their transformation into cash.

Call Scenarios. Tell them how you'll help them turn their transformation into cash. Call Scenarios 1st Call Goals Introduce yourself and remind them they provided their phone number when they ordered their product. Identify yourself as a Team Beachbody Coach Explain that this is about

More information

Part 3 focuses on ways families can help keep teens from using or abusing alcohol and tobacco.

Part 3 focuses on ways families can help keep teens from using or abusing alcohol and tobacco. W Part 3: Alcohol and Tobacco Rules Are Family Matters elcome to Part 3 of FAMILY MATTERS Alcohol and Tobacco Rules Are Family Matters. FAMILY MATTERS is a program to help families prevent young teens

More information

STRING TELEPHONES. Education Development Center, Inc. DESIGN IT! ENGINEERING IN AFTER SCHOOL PROGRAMS. KELVIN Stock #651817

STRING TELEPHONES. Education Development Center, Inc. DESIGN IT! ENGINEERING IN AFTER SCHOOL PROGRAMS. KELVIN Stock #651817 STRING TELEPHONES KELVIN Stock #6587 DESIGN IT! ENGINEERING IN AFTER SCHOOL PROGRAMS Education Development Center, Inc. DESIGN IT! Engineering in After School Programs Table of Contents Overview...3...

More information

Triad Essay. *Learned about myself as a Teacher*

Triad Essay. *Learned about myself as a Teacher* Triad Essay *Learned about myself as a Teacher* Through doing the triads, I learned a lot more than I thought about my teaching. I was surprised to see how hard it is not to jump in and tell someone the

More information

Writing a Requirements Document For Multimedia and Software Projects

Writing a Requirements Document For Multimedia and Software Projects Writing a Requirements Document For Multimedia and Software Projects Rachel S. Smith, Senior Interface Designer, CSU Center for Distributed Learning Introduction This guide explains what a requirements

More information

microskills The microskills Guide to Tim Russell Group microskills is a division of the Tim Russell Group microskills@timrussellgroup.

microskills The microskills Guide to Tim Russell Group microskills is a division of the Tim Russell Group microskills@timrussellgroup. The microskills Guide to TELECONFERENCING Tim Russell Group microskills is a division of the Tim Russell Group microskills@timrussellgroup.com 1 The microskills Guide to: TELECONFERENCING The best teleconferences

More information

Free Report. My Top 10 Tips to Betting Like a Pro With Zero Risk

Free Report. My Top 10 Tips to Betting Like a Pro With Zero Risk Free Report My Top 10 Tips to Betting Like a Pro With Zero Risk Legal Disclaimer: EVERY EFFORT HAS BEEN MADE TO ACCURATELY REPRESENT THIS PRODUCT AND IT'S POTENTIAL. EVEN THOUGH THIS INDUSTRY IS ONE OF

More information

CRM for the Independent Software Developer

CRM for the Independent Software Developer CRM for the Independent Software Developer Selling your software If you are a professional software developer who creates and sells your own s, you are always on the lookout for ways to increase your market

More information

How to Study Mathematics Written by Paul Dawkins

How to Study Mathematics Written by Paul Dawkins How to Study Mathematics Written by Paul Dawkins Before I get into the tips for how to study math let me first say that everyone studies differently and there is no one right way to study for a math class.

More information

This is Tray Thompson. Today we ll be having our first. webinar of the semester, Credit cards versus Debit

This is Tray Thompson. Today we ll be having our first. webinar of the semester, Credit cards versus Debit 1 1 1 1 0 1 Credit cards versus Debit cards This is Tray Thompson. Today we ll be having our first webinar of the semester, Credit cards versus Debit Cards. As you know we have a Chat feature in this as

More information

UNDERSTANDING YOUR ONLINE FOOTPRINTS: HOW TO PROTECT YOUR PERSONAL INFORMATION ON THE INTERNET

UNDERSTANDING YOUR ONLINE FOOTPRINTS: HOW TO PROTECT YOUR PERSONAL INFORMATION ON THE INTERNET UNDERSTANDING YOUR ONLINE FOOTPRINTS: HOW TO PROTECT YOUR PERSONAL INFORMATION ON THE INTERNET SPEAKING NOTES FOR GRADES 4 TO 6 PRESENTATION SLIDE (1) Title Slide SLIDE (2) Key Points It can be really

More information

Module 6.3 Client Catcher The Sequence (Already Buying Leads)

Module 6.3 Client Catcher The Sequence (Already Buying Leads) Module 6.3 Client Catcher The Sequence (Already Buying Leads) Welcome to Module 6.3 of the Client Catcher entitled The Sequence. I recently pulled over 300 of the local lead generation explosion members

More information

Google Lead Generation for Attorneys

Google Lead Generation for Attorneys 1 Google Lead Generation For Attorneys Leverage The Power Of AdWords To Grow Your Law Business FAST You re about to discover the secrets of fast legal practice success with Google AdWords. Google AdWords

More information

Handouts for teachers

Handouts for teachers ASKING QUESTIONS THAT ENCOURAGE INQUIRY- BASED LEARNING How do we ask questions to develop scientific thinking and reasoning? Handouts for teachers Contents 1. Thinking about why we ask questions... 1

More information

ON BEING AN AUTISTIC. By Joel Smith INTRODUCTION

ON BEING AN AUTISTIC. By Joel Smith INTRODUCTION ON BEING AN AUTISTIC By Joel Smith INTRODUCTION I am extremely thankful for the friendship that I've found in a handful of special people. I'm not an easy person to know, but these friends have extended

More information

LESSON 1 -- GETTING OUT OF DEBT

LESSON 1 -- GETTING OUT OF DEBT LESSON 1 -- GETTING OUT OF DEBT LESSON DESCRIPTION AND BACKGROUND This lesson uses the Better Money Habits video Steps to Help You Get Out of Debt (www.bettermoneyhabits.com) to explain the concept of

More information

Manage your thesis writing

Manage your thesis writing Manage your thesis writing --What I have learned from the UQ PhD MasterclassWorkshop hosted by the UQ Graduate School Zheng Zhu University of Queensland Problems students had Lacking motivation to write

More information

A: We really embarrassed ourselves last night at that business function.

A: We really embarrassed ourselves last night at that business function. Dialog: VIP LESSON 049 - Future of Business A: We really embarrassed ourselves last night at that business function. B: What are you talking about? A: We didn't even have business cards to hand out. We

More information

Data in Head Start and. Early Head Start:

Data in Head Start and. Early Head Start: Data in Head Start and Early Head Start: Creating a Culture That Embraces Data Guide for Users and Trainers Table of Contents Overview... 1 Audience... 2 Objectives... 2 Using the Module... 2 Using the

More information

B: He's getting a divorce and says he won't be able to pay for it after he pays alimony and child support.

B: He's getting a divorce and says he won't be able to pay for it after he pays alimony and child support. Dialog: VIP LESSON 001 - Alimony A: Why is Kevin selling his house? B: He's getting a divorce and says he won't be able to pay for it after he pays alimony and child support. A: Why is he getting a divorce?

More information

Graduate School Infosession Day One with Dr. Sheila Humphreys and Professor Mike Franklin

Graduate School Infosession Day One with Dr. Sheila Humphreys and Professor Mike Franklin Graduate School Infosession Day One with Dr. Sheila Humphreys and Professor Mike Franklin =============================================== Resources available to you for applying to graduate school. ===============================================

More information

MODELS OF ACHIEVEMENT EP 8 SEG 1 GENNA

MODELS OF ACHIEVEMENT EP 8 SEG 1 GENNA 1 MODELS OF ACHIEVEMENT EP 8 SEG 1 GENNA ANNETTE SHUN WAH: Hi, I'm Annette Shun Wah, welcome to Models of Achievement. In this series we're exploring the successes and aspirations of extraordinary Australians

More information

731-04-joel_maloff-phone.com-cloud_based_phone_service Page 1 of 5

731-04-joel_maloff-phone.com-cloud_based_phone_service Page 1 of 5 731-04-joel_maloff-phone.com-cloud_based_phone_service Page 1 of 5 Ranked the #1 radio show in the Boston Market in its time-slot, and with more than 5,500,000 Podcast downloads, Tech Talk With Craig Peterson

More information

Learning Styles. The VARK Categories. What is a Learning Style?

Learning Styles. The VARK Categories. What is a Learning Style? Learning Styles What is a Learning Style? Learning styles focus on how your brain receives information. No one else learns or processes information exactly the way you do! If you discover how you process

More information

Solving the Rubik's Revenge (4x4x4) Home Pre-Solution Stuff Step 1 Step 2 Step 3 Solution Moves Lists

Solving the Rubik's Revenge (4x4x4) Home Pre-Solution Stuff Step 1 Step 2 Step 3 Solution Moves Lists Solving your Rubik's Revenge (4x4x4) 07/16/2007 12:59 AM Solving the Rubik's Revenge (4x4x4) Home Pre-Solution Stuff Step 1 Step 2 Step 3 Solution Moves Lists Turn this... Into THIS! To solve the Rubik's

More information

Excellence and Equity of Care and Education for Children and Families Part 3 Program Transcript

Excellence and Equity of Care and Education for Children and Families Part 3 Program Transcript Excellence and Equity of Care and Education for Children and Families Part 3 Program Transcript FEMALE SPEAKER: Ms. Vazquez, in our final conversation, I'd like to speak with you about equity and excellence

More information

Profiles of Mechanical Engineers

Profiles of Mechanical Engineers Profiles of Mechanical Engineers Adrienne Lavine Professor, Mechanical Engineering University of California at Los Angeles Los Angeles, CA Education: PhD, Mechanical Engineering, University of California/Berkeley

More information

I use video to capture the core material. Examples in programming.how to use the programming tools and things that need to be demonstrated.

I use video to capture the core material. Examples in programming.how to use the programming tools and things that need to be demonstrated. Graham Roberts Transcription Q1 Summary The courses I m working on are introductory and intermediate courses on programming and software engineering. I use video to capture a subset of the material the

More information

Digital Marketing Manager, Marketing Manager, Agency Owner. Bachelors in Marketing, Advertising, Communications, or equivalent experience

Digital Marketing Manager, Marketing Manager, Agency Owner. Bachelors in Marketing, Advertising, Communications, or equivalent experience Persona name Amanda Industry, geographic or other segments B2B Roles Digital Marketing Manager, Marketing Manager, Agency Owner Reports to VP Marketing or Agency Owner Education Bachelors in Marketing,

More information

Hermantown High School CIS Psychology Course Syllabus 2009 2010 This course is in conjunction with Lake Superior College

Hermantown High School CIS Psychology Course Syllabus 2009 2010 This course is in conjunction with Lake Superior College Course Title: General Psychology Hermantown High School CIS Psychology Course Syllabus 2009 2010 This course is in conjunction with Lake Superior College Course Number: Psychology 1120 Credits: 3 Instructor:

More information

Lomira School District Comment Analysis October 14, 2013

Lomira School District Comment Analysis October 14, 2013 Lomira School District Comment Analysis October 14, 2013 The comment theme summary was developed in an attempt to identify common themes by first reading all of the comments collected throughout the survey.

More information

How to Write a Marketing Plan: Identifying Your Market

How to Write a Marketing Plan: Identifying Your Market How to Write a Marketing Plan: Identifying Your Market (Part 1 of 5) Any good marketing student will tell you that marketing consists of the four functions used to create a sale: The right product to the

More information

Scripts for Recruiters

Scripts for Recruiters Scripts for Recruiters Companion Script Guide for The New Recruiters Tool Kit www.greatrecruitertraining.com Copyright 2010 Scott Love 1 How to Use This Guide Use this companion script guide while watching

More information

Lesson Plans K-3. Bullying Response Lesson Plan Grades K-3

Lesson Plans K-3. Bullying Response Lesson Plan Grades K-3 Lesson Plans K-3 Bullying Response Lesson Plan Grades K-3 Estimated Time of Completion: Two to three classroom periods, or stretched out throughout the school year. Each activity will take between 15-30

More information

Negotiation and Refusal Skills Lesson 6

Negotiation and Refusal Skills Lesson 6 Negotiation and Refusal Skills Lesson 6 Synopsis Students reflect on their first volunteer project visit. Negotiation and refusal skills are introduced and demonstrated through role plays. Students then

More information

The New Customer Experience Manifesto. How to Create a Customer Experience Board

The New Customer Experience Manifesto. How to Create a Customer Experience Board The New Customer Experience Manifesto How to Create a Customer Experience Board How to Create a Customer Experience Board If you agree delivering superior customer experience is vital to your business,

More information

Understanding your ENGAGE Results

Understanding your ENGAGE Results Understanding your ENGAGE Results 2010 by ACT, Inc. All rights reserved. 18349 What is ENGAGE College? ENGAGE College is a survey from ACT that will help you identify your strengths and needs for several

More information

Guide for Local Business Google Pay Per Click Marketing!

Guide for Local Business Google Pay Per Click Marketing! Guide for Local Business Google Pay Per Click Marketing! Guide for Google Pay Per Click Marketing - Leverage The Power Of Adwords To Grow Your Business FAST You re about to discover the secrets of fast

More information

Time Management Strategies for Busy TAs (Full Article)

Time Management Strategies for Busy TAs (Full Article) Time Management Strategies for Busy TAs (Full Article) Graduate education provides students with the opportunity to develop and hone a host of essential scholarly skills. However, graduate students receive

More information

Selecting and Applying to Geoscience Graduate Schools By Jonathon Osmond, Andrea Meado and Alex Cheney

Selecting and Applying to Geoscience Graduate Schools By Jonathon Osmond, Andrea Meado and Alex Cheney Selecting and Applying to Geoscience Graduate Schools By Jonathon Osmond, Andrea Meado and Alex Cheney Before you apply: 1. Perform well in your classes. GPA is one easy way for reviewers to see what kind

More information

Facilitating Adult Learning

Facilitating Adult Learning Facilitating Adult Learning How to Teach so People Learn Prepared by: Dr. Lela Vandenberg Senior Leadership & Professional Development Specialist 11 Agriculture Hall East Lansing, MI 48824-1039 (517) 353-1898

More information

KEEPING ACADEMICS FIRST HELPING STUDENTS PERFORM BETTER ACADEMICALLY

KEEPING ACADEMICS FIRST HELPING STUDENTS PERFORM BETTER ACADEMICALLY KEEPING ACADEMICS FIRST HELPING STUDENTS PERFORM BETTER ACADEMICALLY Published by IOWA HIGH SCHOOL ATHLETIC ASSOCIATION IOWA GIRLS HIGH SCHOOL ATHLETIC UNION 2004 FOREWORD The purpose of high school athletic

More information

March 15 - Leader Guide The Light of the World Grades 4-5

March 15 - Leader Guide The Light of the World Grades 4-5 March 15 - Leader Guide The Light of the World Grades 4-5 Scripture Reference: John 3:14 21 Lesson Focus: Jesus glows in the dark. Arrival Activity Spark Resources Activity Pages we ll have copies for

More information

Tips for Taking Online Classes. Student Success Workshop

Tips for Taking Online Classes. Student Success Workshop Tips for Taking nline Classes Student Success Workshop Types of Distance Learning Distance learning occurs outside of the traditional classroom setting. These classes may take place over the internet (i.e.

More information

How to Choose the Right Credit Card Processing Company

How to Choose the Right Credit Card Processing Company How to Choose the Right Credit Card Processing Company How To Choose The Right Credit Card Processing Company If you're in business these days, you need to accept credit cards. The problem is, which type

More information

LEAD NURTURE HOW-TO HANDBOOK. Build and maintain more profitable relationships

LEAD NURTURE HOW-TO HANDBOOK. Build and maintain more profitable relationships LEAD NURTURE HOW-TO HANDBOOK Build and maintain more profitable relationships Congratulations! You've launched a successful marketing campaign, created and released some popular content, and succeeded

More information

Best Marketing Strategy for Solos Getting Clients through Those Doors!

Best Marketing Strategy for Solos Getting Clients through Those Doors! Best Marketing Strategy for Solos Getting Clients through Those Doors! What's your best most effective marketing strategy? Get any work you can on any terms--including free. Do excellent work. The word

More information

A Guide To Understanding Your 360- Degree Feedback Results

A Guide To Understanding Your 360- Degree Feedback Results A Guide To Understanding Your 360- Degree Feedback Results 1 Table of Contents INTRODUCTION CORE BELIEFS... 1 PART ONE: UNDERSTANDING YOUR FEEDBACK... 2 360 Degree Feedback... 2 Evaluate Your Effectiveness...

More information

Tip #1: Ignore the Bad Posts

Tip #1: Ignore the Bad Posts How to build a sustainable and profitable freelance track record on Upwork The purpose of this report is to give you as much information as possible to succeed on the popular online job work site known

More information

The Perfect (Elevator) Pitch

The Perfect (Elevator) Pitch SPEAKING OF BUSINESS AUSTIN CORNELIO The Perfect (Elevator) Pitch It's a skill every businessperson needs. How to create it, rehearse it, and tailor it for a specific audience By Aileen Pincus One of the

More information

1. Target Keyword: Digital publishing Page Title: Extend your Mobile Reach with ASO for Apps

1. Target Keyword: Digital publishing Page Title: Extend your Mobile Reach with ASO for Apps 1. Target Keyword: Digital publishing Page Title: Extend your Mobile Reach with ASO for Apps There are hundreds of millions of active mobile app users currently. Together they've downloaded over 50 billion

More information